Aurimas Medonis Pasirinkto fizinių pratimų komplekso veiksmingumas Santrauka Tyrimo tikslas  įvertinti X klasės vaikinų pasirinktų fizinių pratimų kompleksų įvairialypį veiksmingumą. Nuo 2006 m. sausio 9d. iki 2006 m. gegužės 22 d. Vilniaus Žirmūnų gimnazijoje ir Vilniaus Šv. Kristoforo mokykloje buvo vykdytas ugdomasis pedagoginis eksperimentas. Jame dalyvavo 59 X klasių pagrindinės medicininės fizinio pajėgumo grupės vaikinai. Atsitiktiniu būdu buvo parinktos 3 eksperimentinės (E1  2a, 10c, 10d ─ 24 vaikinai) ir 4 kontrolinės (E2 ─ 2d, 2c, 10b, 10e ─ 35 vaikinai) klasės. Nepriklausomas kintamasis ─ sukurta fizinių ypatybių lavinimo per kūno kultūros pamokas bei laisvalaikiu metodika, kuri rėmėsi mokinio pasirinktu fizinių pratimų kompleksu. Ši metodika didino kūno kultūros pamokų žinias, įtvirtino savimoką. Eksperimentinėje (E1) grupėje vaikinams per 2 savaitines kūno kultūros pamokas buvo galima rinktis pratimus iš pateiktų variantų, taip pat sugalvoti savų pratimų. Be to pratimų kompleksą rekomenduota atlikti ir laisvalaikiu bent vieną kartą per savaitę. E2 grup��s vaikinai per kūno kultūros pamokas dirbo įprastai, į kūno kultūros pamokas įkomponuojant tradicines fizinių ypatybių lavinimosi priemones ir metodiką. Per eksperimentines kūno kultūros pamokas kryptingiau dirbta taikant bendradarbiavimo metodą: kūno kultūros ir socialiniai gebėjimai buvo plėtojami tiesiogiai mokiniams bendradarbiaujant dėl individualios atsakomybės ir teigiamos tarpusavio priklausomybės... [toliau žr. visą tekstą] / Aurimas Medonis Efficiency of individually chosen physical exercise complex Summary The purpose of the research is to evaluate individually chosen physical exercise complex method’s efficiency of the 10th grade schoolboys. Fifty-nine schoolboys, who belong to the main medical physical ability group and attend Vilniaus Žirmūnų gymnasium and Vilniaus Šv.Kristoforo secondary school, took part in the pedagogical experiment. The experiment was organized during the school year 2006, from January 9th to May 22d. Schoolboys were distributed into three experimental (E1  2a, 10c, 10d ─ 24 schoolboys) and four control (E2 ─ 2d, 2c, 10b, 10e ─ 35 schoolboys) classes. The experimental program was applied to group E1, while group E2 had the same physical education lessons as earlier. Independent variable ─ method of improving physical features was designed in order to increase individually chosen physical exercise complex. Research methods used in the Master‘s thesis are the following: analysis of literature, questionnaire, physical features testing and statistical analysis. Questionnaire investigated 10th grade schoolboys’ attitude towards sport, healthy life style as well as independent work out. Eurofit’s (2002) and J.Skernevičius’ (2004) physical tests as well as physical education standards were used in order to identify physical features of the pupils. Investigation results were evaluated with „Statistica“ and MS „Excel“ computer programmes. Results of the questionnaire show... [to full text]

L’appropriation peut être considérée comme l’aboutissement de la lecture et le point de fuite de toute réflexion sur la réception et les enjeux de la littérature. L’appropriation personnelle des œuvres littéraires par les élèves est implicitement à l’horizon de tous les programmes d’enseignement du français et des recherches en didactique de la littérature. Peut-on lui laisser une place plus grande qu’elle n’en possède actuellement dans le système scolaire français, et en particulier en classe de seconde ? C’est la thèse que nous défendons, en inscrivant notre réflexion dans le sillage des recherches sur le sujet lecteur. Nous interrogeons tout d’abord la notion d’appropriation à la lumière de l’herméneutique contemporaine et des théories de la réception, mais aussi en regard des attentes de l’Institution scolaire, et nous définissons les espaces discursifs dans lesquels l’appropriation des œuvres littéraires peut s’observer. Nous analysons ensuite les résultats d’une recherche exploratoire réalisée dans différentes classes de seconde : nous avons mené auprès de nos élèves cinq expériences placées sur une ligne du temps, leur conférant une place de sujets lecteurs, inscrits dans l’histoire d’une relation singulière à la littérature. Nous mettons en lumière les résultats observés sur deux plans : Laisser en classe une place pour la rencontre personnelle des élèves avec les œuvres littéraires permet de répondre très nettement à certaines difficultés actuelles rencontrées par la transmission de la littérature. Par ailleurs, nous formulons plusieurs hypothèses sur le processus d’appropriation dans le cadre scolaire, en particulier sur le lien entre impressions subjectives, lecture objectivante, et construction de la posture lettrée attendue par l’école, mais aussi sur la construction d’une posture éthique, et sur l’ancrage des œuvres dans la mémoire. Nous analyserons les modifications qu’une telle démarche entraîne au plan pédagogique dans l’accueil de la parole de l’élève, dans le rapport au temps, dans les postures requises de la part de l’enseignant et dans les démarches d’apprentissage mobilisées auprès des élèves. / Appropriating literary works for year 11 / 10th grade french students Here, appropriation metaphorically refers to the process by which readers make a literary work their own. The expression also refers to the result of this process: the inscription and expansion of the work within each individual memory. The active participation of each reader is required throughout the hermeneutical process, from the open mindset needed to absorb a new reading until the point when it becomes registered in one’s “interior library”. Appropriation can be regarded as the final step of the reading process and the vanishing point of any analysis on the way literature is perceived and received. Personal appropriation of literary works by students is at the backdrop of any curriculum for teaching French and all research in didactics of literature. Maybe it should be granted more emphasis than it is in the French school system today, particularly in year 11 / 10th grade. This is my thesis statement, in the light of modern research on the reader as a subject. I shall first consider the notion of appropriation from the point of view of modern hermeneutics and reception theories, in compliance with the French official educational standards, and define the discursive spaces where appropriation of literary works occurs. I shall then analyze the findings of an exploratory research carried out in a number of year 11 / 10th grade classes: students were submitted to five successive experiments which placed them in the position of subject readers, within the story of a specific and individual relationship to literature. The findings are interpreted in two main axes. First, leaving room for a personal encounter between students and literary works during lessons permits to successfully address a number of current issues on the transmission of literature. Then, I consider several hypotheses concerning the appropriation process in class, more particularly, the link between subjective impressions, more objective readings and the acquisition of the expected academic standards, but also the acquisition of an ethical posture and the inscription of the works in students’ memories. I shall finally examine the pedagogical changes implied by such an approach in the management of class participation, of timing; in the positioning of the teacher and the learning strategies developed by students.

Computer technology has been used in education for years, and the government budgets large amounts of money to foster technology. However, it is still a debated whether computer technology makes a difference in students' learning outcomes. The purpose of this study is to find if any relationship exists between computer use by teachers and students and the students' academic achievement in math and reading for both traditional populations and English language learner (ELL) tenth graders. Computer use in this study included the computer activities by students and teachers, in terms of the time, frequency, activities types, the places students use computers, teachers' computer activities, and the training teachers received. This study used data gathered from tenth grade students from the dataset Education Longitudinal Study of 2002 (ELS:2002) of the National Center for Education Statistics (NCES). Fifteen thousand, three hundred and sixty-two students were randomly selected to represent all U.S. tenth-graders attending schools in 2002. The findings showed diverse relationships consistent with the literature. Based on the findings, some suggestions were made to teachers and parents about the quality of school work and computer use by students and teachers.